This paper analyses the characteristics and behavior of a gifted child with Attention Deficit Hyperactive Disorder.
Exceptional is an all-inclusive term and it is used to describe a person whose behavioral, intellectual and physical performance differs significantly from what is normal (typical), either lower or higher. The individuals described as exceptional comprise those with extraordinary disabilities (such as intellectual disabilities or learning disabilities) and extraordinary abilities (such as talents and gifts). Individuals, who are exceptional, whether disabled or gifted, benefit from individualized accommodations, support, or assistance in community and school settings (Drew, Egan and Hardman, 2010).
Gifted students learn how to create personal identities, deal with independence, create interpersonal relationship that is warm and loving, deal with independence, and discover romantic relationships. There is need for them to identify and create their attitudes, belief systems, personalities, and personal values. Majority of the students possessing exceptionalities are culturally diverse and they face complex limitations, challenges, and issues. The existence of multiple intelligences within the classroom setting may be challenging for majority of the teachers. For example, an athlete possessing great physical capabilities in sports may lack mental capability to perform well in academics in school (Vang, 2010). Some of the students are gifted in one area while experiencing adverse learning encounter in another area. An example is a student who can verbalize well but cannot write anything down. The student may not be capable of recording his or her thoughts due to writing-related disability. Another example is a dyslexic gifted student who is not able to decode or read words. Despite his high intelligence, the student